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LSITM

Learning Styles InventoryDEVELOPED BY TOM OAKLAND, JOSEPH GLUTTING, CONNIE HORTON

REPORT PREPARED FOR:JANE SAMPLEGender: FEMALEAge:

QUESTIONNAIRE USED UNDER LICENSE BY:Psychologist: DRAGOS ILIESCUAdministered on: 2007/03/09Report generated on date/hour: 23.11.2007 / 18:57:16Identifier/serial number: 00061740

LSITMLEARNING STYLES INVENTORY 1Thomas Oakland, Joseph Glutting & Connie Horton

UNDERSTANDING THIS REPORT

This report will help in the better understanding of the preferences,attitudes, and behaviors characteristic for the assessed student in keydimensions of his/her temperament and learning styles.

This report is intended for the use of psychologists or otherspecialized professionals in their work with clients.

Although formulated like a stand-alone report, which especially in thesecond section (detailed report) may also be easily read by personsnot trained in the usage of psychological tests, like parents, teachersor the students themselves, this report has been engineered anddeveloped in such a way as to offer assistance to the professional whois interpreting the test results.

These results should only be considered in conjuction withprofessional judgment, after a careful and detailed analysis, and onlyafter corroborating these data with the results of an interview and ofpossible other psychometric instruments. Results contained in thisreport may be subject to alterations and special highlights as afunction of such corroborations made by a specialized professional.

This report is based on the LSI, an instrument that has been validatedin a wide variety of research programs.

The Learning Styles Inventory (LSI) is a structured, nonverbal,omnibus measure of temperament types, that was constructed tomeasure the temperamental preferences and learning styles ofchildren aged 8-18. The questionnaire consists of 69 items, groupedon four bipolar scales, which are based on the temperament typesproposed by Carl Gustav Jung.

WHAT INFORMATION DOES THIS REPORT INCLUDE?

In addition to the introductory section, the report contains four mainsections: 1. The LSI Snapshot of preferences, 2. The Analysis of Basic Styles, 3. The Analysis of Combination of Styles, 4. The Modus Operandi data.

1. 2. 3. 4.

PURPOSE

USAGE

FUNDAMENT

SECTIONS


The "LSI Snapshot of Preferences" contains a table of the scorescharacteristic for the assessed student on the four bipolar scales, aswell as the strength of those preferences. Supplementary, thissection contains an explanation of the behavioral meaning of a mild,a moderate, a strong and a very strong preference.

The scores for all the LSI scales are represented in this section in theform of prevalence-based T scores. T scores are a way ofstandardizing scale scores from scales with different number of items,different variance, and different distribution. Thus, T scores arecharacterized by a mean of 50 points and a standard deviation of 10points. Prevalence-based T-scores are used in type-based assessmentsand have the supplementary characteristic of proving the sameproportion of types in the normative sample as in the generalpopulation. Prevalence-based T-scores are computed based on theRomanian national-wide normative sample of N=2400 subjects (1200boys and 1200 girls) with ages between 8 and 18 years.

The "Analysis of Basic Styles" section contains general references anddescriptions of the four basic styles characteristic for the evaluatedstudent (Extravert-Introvert, Practical-Imaginative, Thinking-Feelingand Organized-Flexible). We stress the fact that all these descriptionsare more likely to be present in the evaluated student if his / herpreference has more strength. Descriptions in this section are most ofthe time very characteristic for students with strong and very strongpreferences, are subject to specific nuances for student with amoderate preference and could prove to be in part incorrect forstudents with a mild preference. Data in this section is organized forevery described preference in seven separate headings, which aredetailed and explained at the beginning of the section.

The "Analysis of the Combination of Styles" section contains a morein-depth description of the specific preferences and behaviors thatare characteristic for the evaluated student when taking into accountall his/her four temperamental preferences. Descriptions in thissection are more accurate when the scores for all the fourpreferences are moderate, strong or very strong. Data in this sectionis organized for every described preference in nine separateheadings, which are detailed and explained at the beginning of thesection.

The "Modus Operandi" section is a short description of the way theyassessed student approached the questionnaire. It lists all answersgiven by the student to the 69 items of the questionnaire, as well asthe percentage of A answers, of B answers and of missing answers.Finally, this section contains the raw scores for the LSI Scales, as wellas the number of missing answers for every one of the scales. Scaleswith more missing answers should be considered with care or shouldnot be considered at all.

SNAPSHOT

T SCORES

BASIC STYLES

COMBINATION

MODUS OPER.


SNAPSHOT OF PREFERENCES

Style T Score Strength of preference

Extroverted 54.73 moderate

Practical 50.62 mild

Thinking 51.45 mild

Flexible 62.6 moderate

JANE SAMPLE has a moderate preference for an Extroverted style.

Students with a moderate preference for a certain type of behavior are likely to embody with clarity thequalities characteristic of only that certain style in the pair. Even though they sometimes express tendenciestowards the behaviors characteristic of the other temperamental preference in the pair, this happens rarely.Prevalence-based T scores falling in the 55-64 range are straightforward to interpret, as expressing clear,though not extremely strong tendencies.

JANE SAMPLE has a mild preference for a Practical style.

Students with a mild preference for a certain type of behavior are likely to embody qualities characteristic ofboth styles in the pair, with only a shallow tendency toward those qualities that characterize the preferredstyle. Special care should be taken when interpreting prevalence-based T scores between 50 and 54, becauseof the great difficulties in identifying student preferences. But mild preferences should never be ignored,because scores falling within this mild area can be as meaningful as those that are extremely high.Studentswith a moderate preference for a certain type of behavior are likely to embody with clarity the qualitiescharacteristic of only that certain style in the pair. Even though they sometimes express tendencies towardsthe behaviors characteristic of the other temperamental preference in the pair, this happens rarely.Prevalence-based T scores falling in the 55-64 range are straightforward to interpret, as expressing clear,though not extremely strong tendencies.

JANE SAMPLE has a mild preference for a Thinking style.

Students with a mild preference for a certain type of behavior are likely to embody qualities characteristic ofboth styles in the pair, with only a shallow tendency toward those qualities that characterize the preferredstyle. Special care should be taken when interpreting prevalence-based T scores between 50 and 54, becauseof the great difficulties in identifying student preferences. But mild preferences should never be ignored,because scores falling within this mild area can be as meaningful as those that are extremely high.Studentswith a moderate preference for a certain type of behavior are likely to embody with clarity the qualitiescharacteristic of only that certain style in the pair. Even though they sometimes express tendencies towardsthe behaviors characteristic of the other temperamental preference in the pair, this happens rarely.Prevalence-based T scores falling in the 55-64 range are straightforward to interpret, as expressing clear,though not extremely strong tendencies.

JANE SAMPLE has a moderate preference for a Flexible style.

Students with a moderate preference for a certain type of behavior are likely to embody with clarity thequalities characteristic of only that certain style in the pair. Even though they sometimes express tendenciestowards the behaviors characteristic of the other temperamental preference in the pair, this happens rarely.


ANALYSIS OF BASIC STYLES

The "Basic Styles" section contains general references and descriptions of the four basic stylescharacteristic for the evaluated student.

We stress the fact that all these descriptions are more likely to be present in the evaluatedstudent if his / her preference has more strength. Descriptions in this section are most of the timevery characteristic for students with strong and very strong preferences, are subject to specificnuances for student with a moderate preference and could prove to be in part incorrect forstudents with a mild preference. Please consult the section labeled "Snapshot of preferences" inthis report, in order to see the strength of every preference, for the assessed student.

Data in this section is organized for every described preference in seven separate headings.

The first heading points to some of the "General Characteristics" of students exhibiting thepreference, discussing the percentage in the general population made up by students with thesame preference and describing their most visible behaviors (especially classroom behaviors).

The second heading describes the way these students behave in their "Social Relationships",discussing the way they usually get along with others, especially peers and teachers. Socialorientation, social preferences, social presence etc. are discussed, when applicable.

The third heading discusses some the possible "Family Relationships" of students exhibiting thepreference, describing the way they tend to interact with parents, siblings and other familymembers, as well as the way they usually relate to chores. Also, suggestions are made about theway these students affect their home and the way they are in turn affected by their homeenvironment.

The fourth heading suggests some "Classroom Applications" for students exhibiting the preference,discussing the climate, approach, subjects, assignment, situations when these students learn best.Also, this heading discusses some of the lectures and situations these students are less likely torespond well to.

The fifth heading describes the "Classroom environment" which is optimum for the positivedevelopment and education of students exhibiting the preference. This section discussespreferences for group or individual work, for the arrangement and flexibility of the classroom, forthe level of noise and activity, for certain materials and instruments etc.

The sixth heading describes the "Tests" these students perform best in. Students with certainpreferences are better at standardized tests, some are better at pop quizzes and again some arebetter at written papers. Students with certain preferences prefer to concentrate and workcarefully, while students with other preferences tend to rush through the tests. Thus, this sectiondescribes the usual test and exam behavior of students exhibiting that certain preference,pointing out the potential weaknesses.

The seventh and last heading describes the "Potential Pitfalls" for students exhibiting thepreference, discussing mainly problems that may emerge in the classroom behavior of thesestudents, as well as the solutions teachers, educators, parents, peers or the students themselvesmay have to defuse these pitfalls.

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1. EXTROVERTED

General CharacteristicsAbout 65% of students prefer an Extroverted style. Students who prefer an Extroverted style are likely to:

display energy and enthusiasm,draw energy from what is happening in their environment,feel more energetic after interacting with people,enjoy talking with and interacting with others,respond quickly — plunging in first and considering or analyzing later — and thus appear impulsive,understand and develop ideas by discussing them with others,express ideas, opinions, and feelings to others readily and often,have a wide variety of interests,have many friends,be easy to get to know,enjoy large and small groups and taking a public role,be interested in activities that produce quick results,like to move from activity to activity and stay busy,enjoy interruptions and distractions,not be silent much and be uncomfortable with silence,need compliments, affirmation, and encouragement from others,prefer talking to writing.

Social RelationshipsStudents who prefer an Extroverted style generally enjoy interacting with their peers, teachers, and families.They like to work with others, who in turn feel comfortable with them. They are stimulated by the people andconditions in their environment. They tend to communicate easily with others and are usually perceived asapproachable and friendly. They usually have many friends with whom they talk frequently. They share theirideas and opinions readily and may talk openly about very personal things. They are also very influenced by thosearound them and respond well to affirmation.

Family RelationshipsStudents who prefer an Extroverted style deeply need frequent interaction with and affirmation from theirfamilies. Parents may feel that their Extroverted child's constant attempts to talk with them and elicitcompliments and encouragement from them are intrusive. However, the families of these students can influencethem profoundly by providing the interaction they need. If they do not receive the affirmation and interactionthey need from family members, these students will seek it outside the home and too often from the wrongsources. These students need to be active at home and feel that they are having an impact on their home andfamily. They will do their chores more readily if the chores can be made into a group activity, game, or otherenjoyable activity and if they are complimented for their work.

Classroom ApplicationsStudents who prefer an Extroverted style learn best when they:

work in large or small groups and discuss subjects with others, including teachers, who listen andrespond to them (e.g., practicing spelling words or math rules by drilling each other or analyzing anddiscussing a short history lesson presented by the teacher),are given hands-on assignments and the opportunity to talk as they work (e.g., performing a computertask in pairs and coaching each other),give presentations to the class or perform other tasks in the public eye (e.g., reading out loud) if theyhave the appropriate skills,switch from one subject to another so they do not get bored (e.g., they might work on one subject for20 minutes, then go on to another),complete a long assignment in stages so they do not get bored (e.g., they might form several smallgroups of spelling words instead of working on a long list of words),

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Classroom Applications (cont.)Students who prefer an Extroverted style learn best when they:

do a hands-on assignment before they are exposed to a concept or theory (e.g., they might do ashort, easy computer assignment that illustrates a math concept before they are introduced to theconcept itself),are allowed to try out their ideas and then modify them through a trial-and-error process (e.g., theycould experiment with various media to make a three-dimensional map of their state),are allowed to respond to a question with an answer that they develop (and elaborate on as theyspeak (see the Extroverted and Introverted Classroom Scenario),receive attention and commendation from the teacher often (e.g., a visible record of participation orachievement such as a wall chart with stars on it),are given choices (e.g, they might choose from several assignments); they want to feel that they havean impact on their environment and that their wishes are being considered.

These students are less likely to respond well to:lectures, unless they have frequent opportunity to ask questions and talk themselves,work that they must complete alone (e.g., a pencil-and-paper math drill),complicated projects that take a long time to complete (e.g., a long science project),situations in which they are spectators rather than participants (e.g., watching a film that they don'tdiscuss afterwards),situations in which they must be silent for long periods of time,situations in which they participate only minimally or in which their contribution is small.

Classroom EnvironmentStudents who prefer an Extroverted style enjoy having a place to do group work. They also like having an areafor trial-and-error work and hands-on activities. They enjoy having a lot of activities available to them. Theytend to enjoy noise, and activity that verges on chaos can be exciting to them. When they must workindividually, they concentrate better if their area has few distractions and little noise. They enjoy a visually richenvironment that has attractive bulletin boards, wall posters, colorful objects, and books with beautifulillustrations.

TestsThese students generally prefer performance tests or group presentations. They can handle surprises such as popquizzes easily. They may do better on written tests if their answers can be relatively short. They need to checktheir work for careless errors caused by rushing through the test. Although they may prefer to be around otherswhen taking tests and doing homework, they often do better when they work in a quiet place.

Potential PitfallsStudents who prefer an Extroverted style may: To minimize this problem, they can:

distract other students from work by chatting andtalking,

be reminded of their current task or told they willhave an opportunity to visit with others soon,

intrude on other students by wanting to talk or getthem involved in activities when these studentsneed to work,

be reminded that others need privacy just likethey need interaction,

spend more time on conversation and interactionthan on learning tasks when working in groups,

be given a short deadline to accomplish a task(e.g., they might be asked to present a 5-minutesummary of a group discussion),

shy away from working individually and learning toprocess their thoughts inwardly,

be asked to silently reflect on a topic for a fewminutes and then share their reactions with asmall group or the class,

fail to listen to others even when they initiate aconversation,

be taught the active listening technique ofrestating what another person just said; theteacher and others can also use this technique tolet the Extroverted students know how they arebeing understood,

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Potential Pitfalls (cont.)Students who prefer an Extroverted style may: To minimize this problem, they can:

act impulsively, be taught to choose an action buddy from whomthey will first get feedback before decidingwhether to proceed,

resist reading, writing, and research tasks, be given short assignments in these areas or beassigned readings that have greater interest andappeal,

look for affirmation from students or groups whoseinfluence may be negative,

be given frequent positive feedback by teachersand other adults who care about their welfare, behelped to find peers who will influence them inpositive ways and whom they can influence inpositive ways, or be asked to serve as tutors orhelpers and give encouragement to those they arehelping,

blurt out comments that hurt others, be helped to learn neutral ways of expressing theiropinions (e.g., they could say ''That's interesting''instead of ''That's stupid!'' in response to thingsthey disagree with); negative comments cancreate difficult situations, and even many adultswith this preference have trouble moderating theirremarks,

dominate conversations and prevent others fromspeaking,

be reminded that everyone who wants to speakshould be allowed a turn to speak,

make judgments based primarily on appearances(e.g., when meeting a new person, they mayjudge that individual by clothes and other externalclues).

be reminded not to ''judge a book by its cover'' butto take other matters into consideration as well.

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2. PRACTICAL

General CharacteristicsAbout 65% of students prefer a Practical style. Students who prefer a Practical style are likely to:

pay attention to real things,pay attention to information that comes through the senses,be very observant of their environment and what is happening in it,enjoy using previously learned skills and experience to solve problems,be called realistic and pragmatic,enjoy and pay attention to the present,be suspicious of generalities and statements that are not backed by evidence,understand things literally,enjoy learning in a step-by-step fashion,notice details,make few factual errors,prefer simplicity over complexity,get discouraged when things seem too complicated,value tradition and work to maintain things that already exist,enjoy learning through hands-on work and involvement in activities,prefer learning and using facts to dealing with abstractions, possibilities, or theory,enjoy practicing skills already learned.

Social RelationshipsStudents who prefer a Practical style are in the majority and can choose friends from among many others whoshare this preference. They may have little tolerance for those who are Imaginative, seeing them as differentand perhaps thinking they have their head in the clouds. Practical students may initially need help acceptingthose who are different, for example, those who have a visible disability. Their conversations are often orientedto practical daily events and issues. They become bored when discussing vague ideas and theories and maycorrect others who make factual mistakes. Some Practical students really enjoy traditional groups such as scoutgroups and participate happily in the structured system of merit badges and step-by-step achievement.

Family RelationshipsStudents who prefer a Practical style generally enjoy their family life, especially if it is somewhat traditional.They may enjoy traditional family celebrations and spending time with relatives, especially grandparents. Theyenjoy being active at home, being involved in family activities, and having many things at home that they cando. They usually notice if their home is not clean and like for it to be attractive. They tend to do their chores ifthey have specific instructions and goals. Because of their fondness for activity, they may make their chores agame at times.

Classroom ApplicationsStudents who prefer a Practical style learn best when they:

have assignments that proceed from the simple to the complex (e.g., a math assignment that beginswith easy problems and gradually increases the level of difficulty),do hands-on work that requires detailed observation, manipulation, or direct experience rather thanabstract thinking (e.g., in a geology lesson they could pick up and examine actual rocks and mineralsor in a weather lesson they could measure rainfall over time rather than write a report speculatingabout changes in nature),are given many examples that illustrate a principle (e.g., in a lesson about punctuation they wouldlearn better from six or eight examples instead of just two or three),

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Classroom Applications (cont.)Students who prefer a Practical style learn best when they:

are given assignments or explanations that show a real-world application (e.g., they would enjoylearning about bacteria more if the teacher began by talking about bacteria that cause disease orclean up oil spills than if the teacher began by discussing the structure of bacteria or their place intaxonomy),are given specific, direct instructions for individual assignments (e.g., ''Turn to page 158 of yourhistory book, and answer questions 3,5, and 7 on lined paper using only one side of the page. Eachanswer should be at least three sentences long. Turn it in to me tomorrow at 8:30!''),are given specific, detailed explanations, preferably in writing, of how they will be graded and whatthe teacher's expectations are,work to meet tangible, measurable goals (e.g., they might be asked to learn 30 words on a spellinglist by Thursday),are given assignments for which the answers can be either right or wrong, with little room forambiguity,have reward systems (e.g., they might receive stars on a poster listing the students who haveachieved certain goals, or they might receive tokens that they accumulate and exchange for a rewardor privilege).

These students are less likely to respond well to:lessons that emphasize theory,unclear directions for assignments,work that does not seem to have a practical application,statements that seem unsubstantiated,lectures, unless the lectures engage the senses,work that does not seem to have a goal,vague ground rules or expectations,specific rules that the teacher does not enforce or that the teacher violates,work that does not have enough opportunity for practical applications.

Classroom EnvironmentStudents who prefer a Practical style enjoy an environment that stimulates their senses. They like projects forwhich they make a tangible product, such as papier-mache or cooking. They like activity centers, scienceexperiments, computers for programmed instruction and other uses, colorful posters and bulletin boards,audiotapes and music, and videotapes and other audiovisual media. Computers with CD-ROM capability can be ofgreat benefit to these students. They enjoy periodicals and books, particularly biographies, how-to books, andhistory books. They appreciate a comfortable corner to read in. They tend to notice when the classroom is notclean or attractive.

TestsThese students tend to prefer power tests on which they must demonstrate their mastery of a skill. They enjoytests that involve memorization. They tend to like true-false tests. They like tests on which answers can beeither right or wrong, and they may do better on these tests than on tests with essay questions that ask theiropinion.

Potential PitfallsStudents who prefer a Practical style may: To minimize this problem, they can:

summarily reject studying poetry or other forms ofliterature because it seems impractical to them,

be given poems that are rich in imagery, orpractical literature such as the Gettysburg Addressor Martin Luther King Jr.'s ''I Have a Dream''speech,

avoid abstract thinking (e.g., they may prefer notto complete an assignment that asks them tospeculate about what life would be like now if theSouth had won the Civil War),

approach abstract thinking as a game or usebrainstorming techniques; an understanding oftemperament can help them see how their gift ofappreciating what already exists complements thegift of imagination — Imaginative people think ofinventions and improvements that can bemaintained by Practical people,

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Potential Pitfalls (cont.)Students who prefer a Practical style may: To minimize this problem, they can:

not understand larger issues because of their focuson narrow issues and facts (e.g., they may havetrouble seeing the similarities between bats,beavers, and dolphins, all of which are mammals,because the differences seem so great),

start with details or facts and work up to thebroad ideas behind the facts,

become discouraged and quit if they encounterdifficulties in a project,

let the teacher compliment them on what theyhave already done and let an Imaginative studentsuggest—without criticizing—options that mightsolve the problem, or they can let the teacherhelp them analyze the situation and experimentwith solutions,

become rather set in their attitudes and ways ofdoing things (e.g., they may want to do all mathproblems in the same way),

be gently reminded that in nature, the ability tochange and adapt promotes survival, such as whena rabbit's fur changes to white in winter, and thatacquiring new ways of doing things is valuable andimportant,

make decisions based on appearances, particularlydecisions about people (e.g., they mayautomatically judge as bad a student from anothercountry or a student who looks different),

be reminded of people like Einstein, whosetheories have helped humankind enormously butwho had trouble remembering to dress properlyfor social occasions, or they can be encouraged tothink of people they know— perhaps through areligious organization— who make valuablecontributions even though they are different ornot particularly attractive; it is important forthese students to practice not judging a book byits cover,

be so focused on the way things are that they donot perceive developing problems, or they mayhave an ''If it ain't broke, don't fix it'' attitude(e.g., they may have trouble understanding thateven small amounts of pollutants are dangerousbecause the harm accumulates, or they may notunderstand how establishing good health habitsnow is going to benefit them in 30 or 40 years),

be helped to become more receptive to input fromImaginative people, or they can be helped torealize there is a middle ground betweencompletely right and completely wrong so thatthey can pay attention to the middle ground anddeal with small problems before they become bigproblems,

criticize others for expressing new ideas. be helped to learn more neutral ways ofexpressing their opinions (e.g., they can say''That's interesting'' instead of ''That's stupid!'' or''You're crazy!'' in response to new ideas that seemimpractical to them); negative comments cancreate difficult situations, and even many adultswith this preference have trouble moderating theirremarks.

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3. THINKING

General CharacteristicsAbout 65% of males and 35% of females prefer a Thinking style. Those who prefer a Thinking style are likely to:

be analytical and critical,tell the truth as they see it,value logic over sentiment,be skeptical, question others, and doubt what others say,be brief and businesslike in their speech and social encounters,enjoy analyzing facts and ideas,be consistent in their opinions, beliefs, and actions,treat people fairly,be uncomfortable expressing their emotions,give praise rarely,work to correct injustice.

Social RelationshipsStudents who prefer a Thinking style tend to choose friends with whom they can share common interests. Thesestudents are task-oriented and may not enjoy social rituals or small talk. They tend to state their opinionswithout regard for tact, so they may hurt others unintentionally. They may tell others how to improvethemselves, and the recipients of this information may feel hurt. They can readily criticize other people andsituations; for example, they might make negative comments about the food they are served in a restaurant.They are often self-critical as well.

Family RelationshipsStudents who prefer a Thinking style can be very attached to their families but may not outwardly express theirlove. They may not always be receptive to affectionate words and gestures. During times of crisis, familymembers may be amazed to see the depth of these students' love and the lengths to which they will go to help.These students tend to state their opinions quite bluntly, sometimes with little regard for others' feelings. Forsome Thinking students, learning tact will be a lifelong task. These students, no matter how negative theiropinions, are generally not malicious or mean, and their remarks are not meant personally. Some familymembers may choose not to be offended by these students' candid and straightforward comments, and thischoice can help preserve harmonious family relationships. These students will generally cooperate with familyrules that seem logical and reasonable. If chores are fairly apportioned, Thinking students will usually performthem.

Classroom ApplicationsStudents who prefer a Thinking style learn best when they:

listen to lectures and presentations that are organized logically (e.g., a chronological history lesson),are given work that asks them to think critically and analytically (e.g., an assignment to determinehow successful the U.S. embargo of Cuba was and why),study subjects that require logic, such as math or science,have competition (e.g., they enjoy spelling bees and knowing how their grades compare to others'grades),receive feedback showing where they were wrong and how to correct their mistakes (e.g., beingshown their errors in math problems and how to correct them),play games that encourage them to use logic, such as chess or computer games,do group work as long as the group stays focused on the task (e.g., planning how the group willmeasure rainfall in their area for a month),

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Classroom Applications (cont.)Students who prefer a Thinking style learn best when they:

are given explicit rules and guidelines for the classroom and the assignments (e.g., a rule thatassignments must be turned in by a certain time or they will be graded down for being late),are given research projects in which they compare and contrast or gather and analyze data (e.g.,keeping track of rainfall for a month and then comparing the amount of rainfall from the past 3years),are given work that can be analyzed or broken down into parts for comparison and contrast (e.g.,working math problems or studying the elements of a programming language),are given lessons that show them the limitations of logic (e.g., while researching the amount ofrainfall in their area for a month, students realize that a small leak in their measuring can has causedinaccurate results and that conclusions are valid only if the facts are accurate).

These students are less likely to respond well to:work that seems irrelevant to them,lessons that are not well planned,situations in which the teacher asks the class to do something without first stating a reason for doingit,discussions or assignments that deal with emotional issues.

Classroom EnvironmentStudents who prefer a Thinking style enjoy having tools such as computers and microscopes in their classroom.They enjoy having reference books available, including books on scientific subjects and books that describe howto make things in the classroom. They enjoy models that they can take apart and put back together, forexample, a model of an atom. They need space for their experiments. They like wall charts that show how theirwork compares to others' work, for example, a chart with gold stars for completed work. They like having a placewhere they can talk with other Thinking students about their work.

TestsThese students tend to like true-false and multiple-choice tests, and they may do better on them than on otherkinds of tests. They can do well on standardized tests because these tests involve logic and analysis. They mayalso enjoy essay tests that ask them to evaluate and analyze. They often organize their essays so that they makesense and the main points are emphasized.

Potential PitfallsStudents who prefer a Thinking style may: To minimize this problem, they can:

criticize others, at times unintentionally (e.g.,they may casually remark to a classmate, ''Youreally messed up on that homework. You don'tunderstand that kind of math problem, do you?''),

role-play being the recipient of their owncomments,

want to enforce the rules, even when unusualcircumstances warrant an exception (e.g., thestudent criticizes a classmate for turning work inlate, even though the classmate has been ill),

be asked to think about the situation from theperspective of the classmate they are criticizing,

stop listening to someone who takes a long time toget to the point (e.g., they may stop listening tostudents in a work group who seem to rambleevery time they talk),

work with others in the group to keep everyone ontask, or they can practice gently saying, ''This isinteresting, but you were going to tell usabout...'',

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Potential Pitfalls (cont.)Students who prefer a Thinking style may: To minimize this problem, they can:

look down on others who are not logically oriented(e.g., a Thinking student may criticize a studentwith a Feeling preference),

be helped to understand temperament and thecontributions that people who prefer a Feelingstyle make to the world; a Thinking student who isreally upset may even seek out a Feeling personbecause such a person will give the Thinkingstudent comfort and consolation instead of anargument,

become impatient and make cutting remarks whena group does not stay on task (e.g., a projectgroup starts talking about a recent football game,and the Thinking student tells them to shut up andget back to the task),

practice firm but kind ways of reminding the groupto focus on the task, or the group can be given adeadline and the Thinking student can remind thegroup of the deadline,

become bored studying poetry and other forms ofliterature; they may not like subjects that seemsubjective and insubstantial compared to scienceor math,

be reminded how mathematical properties areused in poetry and why it is important to analyzethe main characters in literature selections,

question or refuse to follow requirements thatseem illogical (e.g., they may challenge theteacher about rules concerning the format i written work),

be helped to differentiate between importantissues and unimportant issues and encouraged tofocus their energy on the important issues; peoplewith a Thinking preference have brought aboutmany reforms and positive changes, so Thinkingstudents should not be discouraged in theirtendency to question,

state their opinions so bluntly that people areoffended,

be helped to learn more neutral ways ofexpressing their opinions (e.g., they can say,''That's interesting. What makes you say that?''instead of ''That's ridiculous!'' when they disagreewith something),

argue both sides of an issue so they canunderstand it better or argue with others justbecause they like to argue (e.g., they may arguefor both the defense and the prosecution in afamous court case or take an unpopular standbecause they enjoy the battle of wits),

learn to identify the signs that they have gonebeyond the limits of others' patience,

alienate their audience with their first commentsso that others don't pay attention to what they say(e.g., they may say, ''Joe is so stupid. He shouldnever have signed up to work on that mural. Hisdrawing is terrible.''),

be taught to begin with a neutral or positivestatement before making a negative statement(e.g., they could say, ''Joe's really enthusiasticabout working on that mural, but his drawing isterrible.''),

automatically doubt the reliability, validity, orquality of another person's work (e.g., they maynot accept the research of another student who isworking on the same group project).

be helped to recognize when they have ajustifiable reason for questioning so that they arenot constantly skeptical.

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4. FLEXIBLE

General CharacteristicsAbout half of all students have a preference for a Flexible style. They are likely to:

want things to be open-ended and undecided,enjoy surprises,want to experience as much as possible,want to adapt to life as it comes,be tolerant of different viewpoints,prefer escaping rules,tolerate disorder among their possessions,seek opportunities to play and enjoy life,be flexible in their opinions and commitments,be witty, charming, and clever,enjoy performing,dislike the words should and should not.

Social RelationshipsStudents who prefer a Flexible style can bring laughter and fun to every situation, including their friendships.They can often think of new and entertaining things to do, so their friends know they will always have a goodtime. They are so fun-loving that coping with stress may be difficult for them. They may have a hard time beingaround friends who are experiencing major problems. They tend to accept others without judging, so others feelcomfortable just being with them. They can be very loyal to their companions for activities, such as athletic ordebate teammates. They can also be very generous, sharing what they have with others. They can be veryegalitarian, accepting others simply because they are teammates.

Family RelationshipsStudents who prefer a Flexible style can add fun and enjoyment to family life. They generally share with othersvery readily. However, they may also borrow from someone else without that person's permission. Their area inthe home may not be very neat, which can be stressful for parents who prefer an organized home. They are morelikely to complete their chores when the chores are made into games. They have a strong need for freedom andwill resist rules. They are more likely to abide by rules that they and their parents agree to. During their teenageyears, some Flexible students are inclined to experiment with activities that may be dangerous. These riskyactivities can cause difficulty for parents. It is important for parents to communicate their concern for theirchildren's well-being without labeling their desire to experiment and take risks as bad. These students frequentlyresist and resent labels such as should and shouldn't, right and wrong, good and bad. Thus, parents shouldemphasize that their children would lose current and future opportunities to have fun if they had trouble withthe police or had an accident that caused permanent injury.

Classroom ApplicationsStudents who prefer a Flexible style learn best when they:

are given lessons and activities that seem like fun to them (e.g., educational software that isattractive and clever),participate in competitions and games (e.g., field days and spelling bees), especially when they arewinning,are given open-ended assignments (e.g., an assignment to think of how things would be different nowif television had not been invented) ir have flexible deadlines (e.g., the teacher gives 5 points extracredit if an assignment is turned in on Wednesday, 4 points extra credit if it is turned in on Thursday,and 3 points extra credit if it is turned in on Friday),

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Classroom Applications (cont.)Students who prefer a Flexible style learn best when they:

are given opportunities to investigate, play with, and learn from topics that catch their eye, even ifthe topics are not part of the lesson plan (e.g., the teacher lets them do a report on the differentways animals breathe)have only the absolutely necessary rules for the classroom (e.g., the teacher requires that studentscomplete a certain number of assignments but gives options in the kinds of assignments the studentsdo),are given the opportunity to touch, manipulate, make, disassemble, or otherwise perform hands-onwork (e.g., taking apart machines and putting together models),are involved in work that has immediate, not just long-term value and rewards (e.g., they usegrammar rules to write a skit for the class or attend school part time and work part time),are asked to help make new plans when the schedule or plan is disrupted (e.g., when a pipe breaksand ruins the set for the class play, they can be responsible for constructing another set quickly),are allowed to choose among several options (e.g., the teacher lets them choose arts and crafts,computer work, or reading for a 30-minute period),have the chance to get out of their seat and move around (e.g., the teacher asks them to getsomething, help someone, or do some work on the board),have the chance to contribute their joy and laughter to the class in ways that aren't harmful (e.g., theteacher asks them to be master of ceremonies for a talent show or to give a humorous comment tolighten an unpleasant situation).

These students are less likely to respond well to:inflexible lesson plans and schedules,inflexible standards of right and wrong, good and bad,questions that have only one right answer,onerous rules and obligations,lessons that seem vague, abstract, and of no practical use,statements that emphasize the words should and should not.

Classroom EnvironmentStudents who prefer a Flexible style enjoy having many activity centers in their classroom. They like to have aplace to experiment, come up with new ways of doing things, and just play around. They prefer some flexibilityin the arrangement of the classroom furniture. They need space to move around and release excess energy,either in the classroom or in an outside area near the classroom.

TestsThese students are adaptable and often perform well under pressure. Feeling tension during a test, they maywell come up with work that is of better quality than their homework. They prefer tests with open-endedquestions or questions that have more than one right answer and tests that allow them to demonstrate theirabilities through creating products. They may need to be aware of time management during a test because theyhave a tendency to get involved in something, lose track of time, and not finish. They can also make quickdecisions without considering long-term results. They may need to guard against giving smart-aleck answers thatresult in a low grade and wounded pride.

Potential PitfallsStudents who prefer a Flexible style may: To minimize this problem, they can:

put off doing their work, be helped to begin their work and be given extrarewards for turning their work in on time or early;they often become absorbed in their work afterthey have begun,

spend a lot of time and energy trying to getaround the rules,

direct their energy toward projects they enjoy;they can also be appointed to enforce certainrules so that they better understand why structurecan be helpful,

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Potential Pitfalls (cont.)Students who prefer a Flexible style may: To minimize this problem, they can:

make light of requirements about neatness andformat,

be given appropriate rewards or opportunities forimprovement,

invade the territory of their Organized classmates, learn about temperament so they can understandtheir Organized classmates' need for predictabilityand order,

seem irreverent and at times, mocking, learn about temperament and the values ofothers; the teacher may want to gentlydemonstrate how they would feel if others madefun of them,

fail to do their share of a group project, be allowed to work with the group to apportionresponsibilities, set deadlines, and evaluate thecontributions of each member, rather than havingthe teacher perform these functions,

prevent others from doing their work, be notified of priorities for the use of materialsand space in the classroom and that if they don'tcooperate with their work group, the group canvote them out,

upset others with their surprises, learn about temperament to understand whyothers get upset; the teacher could allot them acertain number of surprises and require them toperform a service for the classmates they haveupset after they have exceeded the allotment,

seem so scattered that others stop payingattention to their ideas,

be encouraged to find something they really enjoyand will want to pursue for a while, or they can beencouraged to do individual activities so that theirbehavior doesn't affect others as much,

disappoint others by not keeping commitments, be encouraged to make very few promises andwork hard to keep those they do make,

do just enough work to get by, be encouraged to find a topic they really enjoy sothat they will pursue it in depth, and they can beallowed to get extra credit for this work,

become the class clown, especially if they alsohave a preference for an Extroverted style,

be helped to identify more constructive ways toget attention,

drop out of school as soon as they legally can. be encouraged to participate in athletics,performance courses such as music, work-studyand alternative education programs, and classeswith a teacher or coach they like; teachers canemphasize concrete and practical, short-termbenefits of education.

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ANALYSIS OF COMBINATION OF STYLES

The "Combination of Styles" section contains a more in-depth description of the specificpreferences and behaviors that are characteristic for the evaluated student when taking intoaccount all his/her four temperamental preferences.

Descriptions in this section are more accurate when the scores for all the four preferences aremoderate, strong or very strong. Please consult the section labeled "Snapshot of preferences" inthis report, in order to see the strength of every preference, for the assessed student. Theinformation in this section should be considered only in conjunction with professional judgmentand may be subject to nuances in interpretation.

Data in this section is organized for every described preference in nine separate headings.

The first heading points to some of the "General Characteristics" of students exhibiting thecombination of preferences, discussing some of the very salient attitudes, subjects of interest,preferences, values and behaviors of these students.

The second heading describes the way these students behave in their "Social Relationships",discussing the way they usually get along with others, especially peers and teachers. Socialorientation, social preferences, social presence etc. are discussed, when applicable.

The third heading discusses some the possible "Family Relationships" of students exhibiting thecombination of preferences, describing the way they tend to interact with parents, siblings andother family members, as well as the way they usually relate to chores. Also, suggestions aremade about the way these students affect their home and the way they are in turn affected bytheir home environment.

The fourth heading suggests some "Classroom Applications" for students exhibiting thecombination of preferences, discussing the climate, approach, subjects, assignment, situationswhen these students learn best. Also, this heading discusses some of the lectures and situationsthese students are less likely to respond well to.

The fifth heading describes the "Classroom environment" which is optimum for the positivedevelopment and education of students exhibiting the combination of preferences. This sectiondiscusses preferences for group or individual work, for the arrangement and flexibility of theclassroom, for the level of noise and activity, for certain materials and instruments etc.

The sixth heading describes the "Positive Reinforcement" that functions best for these students.Students with certain combinations of preferences want to be appreciated and rewarded forcertain behaviors, attitudes or values. They want to be seen by others in certain ways and willrespond better to feedback received in specific ways.

The seventh heading describes the "Tests" these students perform best in. Students with certainpreferences are better at standardized tests, some are better at pop quizzes and again some arebetter at written papers. Students with certain preferences prefer to concentrate and workcarefully, while students with other preferences tend to rush through the tests. Thus, this sectiondescribes the usual test and exam behavior of students exhibiting that certain preference,pointing out the potential weaknesses.

The eighth heading describes the " Possible Occupations" these students are most of the timeattracted to. Of course, people with any style preference or combination of styles can besuccessful in any occupation. However, some occupations tend to attract people with a particularcombination of preferences and these occupations will be outlined for the specific combination ofstyles discussed.

The ninth and last heading describes the "Potential Pitfalls" for students exhibiting thepreference, discussing mainly problems that may emerge in the classroom behavior of thesestudents and could thus disturb the their own instructional process or the learning of theircolleagues.

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Extroverted-Practical-Thinking-Flexible

General characteristicsStudents with this combination of preferred styles are likely to:

be fun-loving and enjoy every moment,be very friendly and outgoing,accept people as they are,enjoy freedom,enjoy being involved in many activities,be interested in athletics,enjoy hands-on activities,be pragmatic and resourceful,be full of energy,tell others directly what they think,be oriented to the present moment,do things with a special flair,enjoy activities that involve role-playing or performance,be able to come up with a new plan when plans are disrupted,be able to easily pick up the pieces when problems arise.

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Social RelationshipsStudents with this combination of preferred styles typically have many friends. They like participating in sportsand performance activities such as music or drama, and may make many friends as a result. Their friendshipstend to be based on participation, action, and fun. They are egalitarian and accept others as they are. They mayprefer friendships that involve few obligations. They may prefer not to be with friends who are havingdifficulties. They can be very blunt at times and hurt others' feelings. These students add laughter and fun toeverything they do. They may know many jokes and be able to entertain others with their humor. They caninitiate enjoyable activities for themselves and their friends; they are the life of the party and can start a partyon an instant's notice. At times they are interested in activities that adults regard as questionable, if notdangerous.

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Family RelationshipsStudents with this combination of preferred styles can add fun and excitement to family life. They can cheer upfamily members with their jokes and wit. They tend to accept family members as they are instead of pressuringthem to conform to rules or expectations. They enjoy being with family and particularly like spontaneous,flexible activities. They also love adventure and may be attracted to dangerous activities. If the family canestablish the home as a source of fun and good times, these students may be somewhat less inclined toparticipate in dangerous activities. However, these students may cause many moments of worry for theirparents. They may get so involved in what they are doing that they forget to call or come home at the appointedhour. They need freedom and choices and may disregard family rules. They may be more inclined to follow therules if they can negotiate with their parents. The family can help them understand that being responsible anddoing their work are ways to gain freedom. They are irrepressible and can make their chores a game.

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Classroom ApplicationsStudents with this combination of preferred styles learn best when they:

do active work, such as role-play, dramatization, or special projects,study practical subjects,are given options for classroom activities,do group work,do activities that have immediate rewards,have teachers who can make learning fun,are given clear, step-by-step lessons and directions,learn through multisensory methods.

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Classroom Applications (cont.)These students are less likely to respond well to:

theory or abstractions,an environment that they perceive as too regimented,pencil-and-paper assignments and other work that does not involve action,long-term projects or rewards.

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Classroom EnvironmentStudents with this combination of preferred styles enjoy having many options for classroom activities. They enjoyhands-on, practical activities such as arts and crafts or experiments. They enjoy having quality tools to work withand plenty of raw materials. They enjoy a computer with CD-ROM. They like to have furniture that they canmove around easily. They like being able to start working on a project as the notion strikes them, and they enjoyhaving a schedule that allows this flexibility. They enjoy having easy access to the outdoors and chances to gooutside to work off extra energy and feel free. They enjoy having a place where they can talk with their friendsor work with them on a project. They can be very generous and readily share resources and ideas with others.They may also intrude on and interfere with others who are occupied with their work.

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Positive ReinforcementThese students want to be recognized for their special style. They want to perform with grace and know thatothers appreciate their flair. They particularly like being complimented in public. Because they are oriented tothe present moment, they like rewards for good work to be given immediately. They may be motivated to spendtime on unappealing assignments if they are allowed to choose an activity after they have finished theassignment. When unexpected events disrupt plans or schedules, the teacher can solicit these students' help infiguring out what to do. In such situations these students often perform brilliantly.

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TestsThese students enjoy performance tests and other tests that involve action. In many courses, grades are basedalmost entirely on pencil-and-paper tests and written homework. If the teacher can include options for gradingon performance tests or special projects, these students have a better chance to demonstrate their particularabilities. On written tests, they will do better on short-answer, multiple-choice, and true-false formats becausethey can recall facts easily. They are less oriented to subjects that seem academic than to those that arepractical, and they may not spend much time studying academic subjects. They live for the moment and mayhave trouble scheduling extra study time for tests. Frequent tests over small amounts of material give thesestudents a better opportunity to demonstrate their knowledge. They may need to manage their time so theyfinish tests. They may get frustrated and give irreverent answers that cost them points. They need to becautioned against this tendency. To help them on a standardized test, the teacher should give practice examswith exactly the same format.

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Possible OccupationsPeople with any style preferences can be successful in any occupation. However, some occupations tend toattract people with a particular combination of preferences. Students with this combination of preferred stylesoften choose the following occupations: emergency medicine; entertainment and the arts; sales; construction,farming, or other occupations that involve physical labor; the foreign service; or mediation and negotiation.

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Potential PitfallsStudents with this combination of preferred styles may:

disrupt class with their need for action,spend too much energy on getting around the rules instead of on productive activities,focus on details and miss the overall concept,alienate others with their candid comments,get so involved in sports or other activities that they don't get their homework done,cut class, miss school, or drop out of school if it appears to be irrelevant.

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MODUS OPERANDI

ANSWERS TO THE ITEMS(1): 'a'

(2): 'b'

(3): 'a'

(4): 'b'

(5): 'b'

(6): 'b'

(7): 'a'

(8): 'a'

(9): 'a'

(10): 'a'

(11): 'b'

(12): 'a'

(13): 'b'

(14): 'a'

(15): 'b'

(16): 'a'

(17): 'b'

(18): 'a'

(19): 'a'

(20): 'a'

(21): 'b'

(22): 'a'

(23): 'b'

(24): 'a'

(25): 'b'

(26): 'b'

(27): 'a'

(28): 'b'

(29): 'a'

(30): 'b'

(31): 'a'

(32): 'a'

(33): 'b'

(34): 'a'

(35): 'b'

(36): 'b'

(37): 'b'

(38): 'a'

(39): 'a'

(40): 'a'

(41): 'a'

(42): 'b'

(43): 'a'

(44): 'b'

(45): 'a'

(46): 'b'

(47): 'a'

(48): 'b'

(49): 'a'

(50): 'a'

(51): 'a'

(52): 'b'

(53): 'a'

(54): 'b'

(55): 'a'

(56): 'b'

(57): 'b'

(58): 'a'

(59): 'b'

(60): 'a'

(61): 'b'

(62): 'a'

(63): 'a'

(64): 'b'

(65): 'a'

(66): 'b'

(67): 'b'

(68): 'b'

(69): 'a'

GENERAL STATISTICS# of 'A' responses: 37 out of 69 (53.62%)

# of 'B' responses: 32 out of 69 (46.38%)

# of missing answers: 0 out of 69 (0.00%)

RAW SCORES

Scale

Raw score

Missing answers

Extravert-Introvert Practical-Imaginative Thinking-Feeling Organized-Flexible

12 -10 6 -15

0 0 0 0

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